CAR Unit Template - New Jersey



CAR Unit TemplateUnit Title: ELA - Conducting Research - Unit 4 - Module BGrade level: Grade 3Timeframe: Essential QuestionsStandardsStandards (Taught and Assessed)W.3.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.W.3.7. Conduct short research projects that build knowledge about a topic.L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.A. Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences.L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.G. Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modified.L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.H. Use coordinating and subordinating conjunctions.L.3.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.I. Produce simple, compound, and complex sentences.L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.E. Use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries,happiness).L.3.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.F. Use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful wordparts) in writing words.L.3.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 3 reading and content, choosing flexibly from a range of strategies.D. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases.L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.A. Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps).L.3.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.C. Distinguish shades of meaning among related words that describe states of mind or degrees of certainty (e.g., knew, believed, suspected,heard, wondered).Highlighted Career Ready Practices and 21st Century Themes/SkillsSocial-Emotional Learning CompetenciesInstructional PlanPre-Assessment and Reflection Pre-AssessmentModifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and ReflectionsStudent Learning Objectives (SLO), Strategies, Formative Assessment, Activities and Resources (add rows as needed)SLO – WALTWe are learning to/thatStudent StrategiesFormative AssessmentActivities and ResourcesModifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and ReflectionsW.3.5. - WALT develop and strengthen writing as needed by revising with guidance and support from peers and adultsW.3.5. - WALT develop and strengthen writing as needed by editing guidance and support from peers and adultsW.3.7. - WALT conduct short research projects that build knowledge about a topicL.3.1.A - WALT the use of conventions of standard English grammar and usage help to communicate ideas effectively when writing or speakingL.3.1.A - WALT demonstrate command of the conventions of standard English grammar and usage when writing or speakingL.3.1.A - WALT the parts of speech serve different functions within a sentenceL.3.1.A - WALT explain the function of nouns and pronouns in general and their functions in particular sentencesL.3.1.A - WALT explain the function of verbs in general and their functions in particular sentencesL.3.1.A - WALT explain the function of adjectives, and adverbs in general and their functions in particular sentencesL.3.1.G - WALT formulate and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be modifiedL.3.1.H - WALT use coordinating and subordinating conjunctionsL.3.1.I - WALT produce simple, compound, and complex sentencesL.3.2.A - WALT use conventional spelling for high-frequency and other studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness)L.3.2.F - WALT use spelling patterns and generalizations (e.g., word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing wordsL.3.4.D - WALT use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrasesL.3.5.A - WALT figurative language, word relationships and nuances contribute to the meaning of a textL.3.5.A - WALT demonstrate understanding of figurative languageL.3.5.A - WALT demonstrate understanding of word relationships and nuances in word meaningsL.3.5.A - WALT distinguish the literal and nonliteral meanings of words and phrases in contextL.3.5.C - WALT distinguish shades of meaning among related words that describe states of mind or degrees of certaintyBenchmark Assessment 1 Benchmark AssessmentModifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and Reflections Benchmark Assessment 2Benchmark Assessment Modifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and ReflectionsSummative Assessments (add rows as needed)Summative Assessment Modifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and ReflectionsInterdisciplinary ConnectionsInterdisciplinary ConnectionsModifications (ELL, Special Education, Gifted, At-risk of Failure, 504) and Reflections ................
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